2056 Islamic Religion and Culture November 2004
CONTENTS
FOREWORD ....................................................................................................................... 1
ISLAMIC RELIGION AND CULTURE................................................................................. 2
GCE Ordinary Level ........................................................................................................................................ 2
Paper 2056/01 Paper 1 ................................................................................................................................. 2
FOREWORD
This booklet contains reports written by Examiners on the work of candidates in certain papers. Its contents
are primarily for the information of the subject teachers concerned.
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2056 Islamic Religion and Culture November 2004
ISLAMIC RELIGION AND CULTURE
GCE Ordinary Level
Paper 2056/01
Paper 1
General comments
The overall performance of candidates was similar to last year. However, in Questions 1 (a), 6 (a), and
sometimes 7 (a), many candidates did not answer the exact question set. As in previous years, candidates
tended to be better at describing events than at commenting on them. Examiners often look for five
comments or applications in part (b), whereas candidates tend to provide three or less. On the more positive
side, candidates often achieved full marks for factual knowledge of Adam’s life and of the Battle of the
Trench.
Comments on specific questions
Question 1
In part (a), marks were divided equally between social life and economic life. Many candidates wrote
exclusively about religious practices and so received no marks for this part. In (b), the Examiners were
prepared to credit comments upon individual religious practices and upon pre-Islamic religion in general. A
concise, but perceptive, survey of the comparative popularity of religious practices from animism to pure
monotheism might lead to the conclusion that religion was very important to the Arabs, but that it was an
essentially self-interested religion that most of them followed. The Examiners were prepared to accept any
conclusion from very important to very unimportant, provided that the conclusion had been consistently
argued.
Question 2
This was another popular question. In (a), candidates were often able to briefly describe a wide variety of
the pressures upon both the Prophet and his followers which led to the Hijra. In (b), few candidates could
point to five important results of the Hijra, but most could mention two or three.
Question 3
An encouraging feature of recent years has been the increased knowledge shown of the Prophet’s major
battles. 2004 was no exception. Candidates frequently scored very good marks for their descriptions of the
Battle of the Trench. In part (b), they were usually able to gain about half marks by indicating two or three
important results of the battle.
Question 4
Few candidates attempted Question 4. Against the trend of recent years, candidates who did this question
showed a decreased knowledge of the Farewell Address. In consequence, the answers to (b) were
non-existent or pedantic. For example, candidates tended to say: “Muslims today should not demand
interest”. They seldom went on to suggest a truly modern application of the teaching, e.g. “Muslims today
should refuse credit cards which encourage the interest system”.
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2056 Islamic Religion and Culture November 2004
Question 5
In (a), a more satisfactory knowledge of the election process was demonstrated than in previous years. In
(b), candidates were expected to mention problems such as nepotism, the vastness of the empire, the
burning of defective Qurans, the Ridda and Abdullah bin Saba. Extra weighting was given to the Sabaite
Problem since it was a persistent problem with many serious aspects. Overall, marks for Question 5 were
satisfactory rather than good.
Question 6
This question required candidates to refer to any five of Abu Bakr’s military victories and any five of Umar’s.
Instead, many candidates wrote almost exclusively about Umar’s non-military achievements. This meant
that many answers to (b) were irrelevant or missing.
Question 7
Candidates who correctly named the Five Pillars, and gave a brief but accurate description of them,
frequently obtained full marks for (a). Unfortunately, a surprisingly high number of candidates partly or totally
confused the Five Pillars with the Six Beliefs. Candidates who were excellent in (a) tended to be merely
satisfactory in (b). Candidates who did badly in (a) also fared badly in (b) because they were commenting
on irrelevant information.
Question 8
In (a), many candidates provided a good description of the celebration of Id-al Adha outside Saudi Arabia,
but said nothing about its celebration on Hajj inside Saudi Arabia. Few candidates in (b) were able to point
out more than two reasons for the celebration of the festival.
Question 9
Part (a) was very well answered by many candidates. Full marks were quite common. This confirms a
pleasing trend towards greatly improved knowledge of the lives of the major prophets that has been evident
over the last few years. In (b), the most commonly perceived morals were complete obedience to God and
the reality of Satan, Hell and divine forgiveness. Seldom perceived teachings were the equality of women,
the equality of all humans, human stewardship over creation, the work ethic and the dangers of Shirk.
Question 10
In (a), the rules for fasting were less well known than had been anticipated. In addition, many candidates
included the spiritual beliefs of fasting in (a), where they were not relevant. Conversely, the rules for fasting
often appeared in (b) instead of (a). Part (b) asked candidates to describe a mixture of community benefits
and personal benefits. Many candidates described only one of these two types. Because of all the above
reasons, answers to Question 10 tended to be mediocre rather than good.
Question 11
This question was poorly answered because candidates seldom knew more than two appropriate quotations
from the Quran or Hadith.
Question 12
This was not a popular or well-answered question. Most candidates could name the four types of Hadith, but
could not clearly describe how they differed. In (b), they struggled to produce more than two good reasons
why Muslims need the Hadith.
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